New Haven Public Schools New Teacher Day Elem Science

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1New Haven Public Schools New Teacher Day Elem ScienceThink to yourselves before we get startedRICHARD THERRIEN K-12 SCIENCE SUPERVISOR

2RICHARD THERRIEN K-12 SCIENCE SUPERVISORShort time, gather info, find out about procedures, 20 years, astronomy major, Bridgeport, Norwalk, middle school teacher for 9 years, taught at PIMMS, alternate route, CSTA. High school teacher for 10 years, physics, math, earth, chem, science chair in Suffield CT past six years. Not Sarah or Marc.. Open, honest, but empower and work with teachers.

6INQUIRY SKILLS 47% of NEW CAPT!, 50% of 5th, 8th Grade CMTThis is what industry and college looks for.This is what we need to teachThis is what our students need to improve their life!YOU can make the difference!Businesses want to hire kids that think, not follow cookbook recipes, analyze info, write

7SCIENCE EDUCATION GOALS Supported By The New State FrameworkAn Invitation for Students and Teachers to Explore Scienceand Its Role in SocietyScience literacy for ALL; solid foundation & motivation for advanced study for MORE!Science learning in a context of real world issues and technologiesScience learning that is interesting & relevant to studentsScience learning that is an active and thoughtful exploration of questions and problemsCT State Dept of Ed Science:

9How Are Framework Learning Goals Organized?PreK-2:Development of wonder about the natural world and the ability to apply basic process skillsGrades 3-5:Development of basic descriptions of natural phenomena and the ability to perform simple explorationsGrades 6-8:Development of basic explanations for natural phenomena, and the ability to apply experimental procedures to acquire new knowledgeGrades 9-10:Development of interest in global issues and the ability to collect, analyze and use data to explore and explain related science concepts

24Materials/Time (K-8)* Kit Rotation for K-4, 6 most 3 per year, some have a winter kit (see rotation)Schedule guidelines: 100 minutes of hands on science a week (2 50 min periods), more in 5-6.Basic measuring tools should be in classrooms

25Other KitsTitle I schools: received some kit materials for grades 6, 7, 8. (NeoSci KitsThese Neo Sci Kits should be available to all teachers by now. Not full units with lessons, but good materials.Same sets for non Title I Schools soon.Grade 4-6 teachers who participated in the UNH program all have class material kits for 4 units per grade.

28Time -must be specifically scheduled in the day.NHPS reports in their SSPs 80 hours per year for elementary students.Minimum scheduled HANDS ON science time is expected to be> 100 minutes per week for grades K-4,(2 50 min periods better than 4 20 min periods)>135 minutes per week for grades 5-6, and> 200 minutes per week for grades for every student

29Time K-6 time focused on the skills and REQUIRED concept standards-includes application of literacyshort non fiction, writing of open ended responses, and math application skills.-centered around inquiry based investigations. (STC Kits have great teacher manuals!)-Every classroom teacher K-6 should take responsibility for planning and implementing science instruction.

30Grade Level Expectations/ConceptsDraft in Summer 2007, sequential conceptual developments, include vocab words found on CMTs, teacher languageDraft2 in Summer 2008, shorter, use kid language and expectation.BOTH can be used!Not available for High School (CAPT) :(

37INQUIRY SKILLS apply science process skillsread and write science-related textssearch scientific databasesuse mathematics to make sense out of datapose and evaluate arguments based on evidenceapply logical conclusions from such arguments

38WHAT DOES THIS MEAN?:Classroom activities and lessons need to include the USE of science and the discussion of its impact:ASSESSMENT of students on these skills.

40Grades 6-8 Core Scientific Inquiry, Literacy and NumeracyGrades 6-8 Core Scientific Inquiry, Literacy and Numeracy How is scientific knowledge created and communicated?C INQ.1 Identify questions that can be answered through scientific investigation. C INQ.2 Read, interpret and examine the credibility of scientific claims in different sources of information. C INQ.3 Design and conduct appropriate types of scientific investigations to answer different questions. C INQ.4 Identify independent and dependent variables, and those variables that are kept constant, when designing an experiment. C INQ.5 Use appropriate tools and techniques to make observations and gather data. C INQ.6 Use mathematical operations to analyze and interpret data. C INQ.7 Identify and present relationships between variables in appropriate graphs. C INQ.8 Draw conclusions and identify sources of error. C INQ.9 Provide explanations to investigated problems or questions. C INQ.10 Communicate about science in different formats, using relevant science vocabulary, supporting evidence and clear logic.

41EXPERIMENTS What makes a good experiment?What are the parts to a good experiment?What is the scientific method?

42SCIENTIFIC METHOD:finding out something to investigate (the "problem"),coming up with a theory or hypothesis based on observations: how one property (chemical, physical, environmental, biological) affects another.designing a good experiment to test the idea, and making a prediction.conducting the experiment.organizing and analyzing the results.drawing a conclusion and stating the validity.

46What makes a good experiment? CAUSE AFFECTS EFFECTAll other properties remain the same, they are "controlled".A "VALID" experiment is one that assures that the result output (dependent variable) is due to the input (independent variable), not to any other factor.It also has a starting point to compare to, the "control"Control group not control variable…. One thing that changes

52ThoughtsHow do you introduce the important points of experimental design in your science class?What are some good ways to teach the scientific method and parts of good experiments throughout the year?

53KEY ESSENTIAL Lab QUESTIONSHOW ________ AFFECTS __________-How would we help students be able to construct their hypothesis as cause/effect.-What are the key parts to this experiment?-After doing the experiment:What scaffolding do students need? (Prior experiments, experience)What skills do they need?Which inquiry/numeracy/literacy standards for our grade does this address?What extensions can we make?-What are the key elements of a good lab report? Rubric for scoring lab?What about post lab discussion, teacher observation?

54ASSESSMENT/DATA K-5 Data on use of STC Kits shared with principalsSTC Kits and units contain formative and summative assessments.new K-3 curriculum units, draft UNH 4-6 units, and new 7-8 curriculum all include some formative and summative assessments.Additional materials include materials from the NAEP test and the CASAP test that have hands on labs with assessment questions. These can also be used as formative assessment.Embedded Tasks grades 3-8 (one per grade) contain summative assessment reflection questions.-Fifth Grade practice: Developed as part of the science full court press to be used in January/February, CMT like assessment to be reviewed with students.-Additional CMT like assessments for STC units to be developed during the year.

57ELABORATE Investigation #2: What Affects Reaction Time?In Investigation #1, you may have noticed that people have different reaction times. Through your research, you have learned how the senses and the brain communicate to cause reactions. What human characteristics or environmental conditions do you think might affect how fast someone can react? In Investigation #2, you will identify a reaction time question to explore.

58Experiment Do your experiment following the steps below:1. DECIDE on a research question. RECORD it in your science notebook.2. DESIGN a plan to conduct your investigation.3. CREATE a data table in your science notebook that will help you keep your measurements organized. You will also want to record any unexpected observations and questions.4. CONDUCT your experiment. Collect and record data for each trial in your notebook.5. CALCULATE the average for each trial. RECORD the average in your data table.6. DRAW a graph that compares your measurements for the factor you tested.7. INTERPRET the data. What conclusions can you draw based on the graph? Did the factor you investigated have an effect?

59PRESENT Present Your Findings:Work with your partners to make a poster that summarizes your investigation. Use the poster to make a presentation to your class to share the results of your investigation. They will want to hear what you found out. Some of them may have done a similar investigation, and you will want to know if their findings were similar to yours.Your poster should include:The question you were investigating;A brief description of how you did your experiment;A graph showing your findings; andThe conclusion that is supported by your data.Be prepared to tell your class about any data you collected that might not be accurate because of unexpected things that happened during your experiment

60Example MC QuestionSome students did an experiment to find out which type of paper holds the most water. They followed these steps:1.Fill a container with 25 milliliters of water.2.Dip pieces of paper towel into the water until all the water is absorbed.3.Count how many pieces of paper towel were used to absorb all the water.4.Repeat with tissues and napkins.If another group of students wanted to repeat this experiment, which information would be most important for them to know?a.The size of the water containerb.The size of the paper pieces *c.When the experiment was doned.How many students were in the group

61Example Constructed ResponseImagine that you want to do a pulse rate experiment to enter in the school science fair. You’ve decided to investigate whether listening to different kinds of music affects people’s pulse rate.Write a step-by-step procedure you could use to collect reliable data related to your question. Include enough detail so that someone else could conduct the same experiment and get similar results.

62Example CMT Science RubricScore Point 2The response is correct, complete and appropriate. The student has demonstrated a strong understanding of scientific concepts and inquiry skills. The response may contain minor errors that will not necessarily lower the score.Score Point 1The response is partially correct and appropriate although minor inaccuracies or misconceptions may occur. The student has demonstrated limited evidence of an understanding of scientific concepts and inquiry skills.Score Point 0The response is an unsatisfactory answer to the question. The student has failed to address the question or does so in a very limited way. The student shows no evidence for understanding scientific concepts and inquiry skills. Serious misconceptions may exist.

68Testing AccommodationsAccommodations – per student’s IEP or 504 PlanELL students who must take any part of or all of the CMT or CAPTBureau of Student Assessment accommodations guidelines available at:

73What Works? KEY RESEARCH BASED SCIENCE INSTRUCTIONAL STRATEGIES-Create a Climate for Learning: well planned lessons, positive teacher attitude, safe, secure, enriching environment.-Follow a Guided Inquiry Learning Cycle Modelà Open Ended Inquiry: Guided Inquiry into a teacher posed question by students leads to students investigating their own questions.-Generating and Testing Hypotheses: students given the opportunity to investigate their ideas.-Setting Objectives/Providing Feedback: Objectives are always clear for all class activities, students always know how they are meeting objectives.

74-Use Warm Up Activities, Questions, Cues, Advance Organizers: Starter questions generate interest, cue students as to learning activities, and provide a reference throughout a lesson-Assess Prior Knowledge/Misconceptions: Students have to construct their internal model of science concepts and reconcile it with previous experience, often leading to hard to overcome misconceptions.-Self-Explanation/Discussion: Students given the opportunity to explain and discuss ideas are better able to connect prior and new knowledge and experiences.-Opportunities to Communicate/Cooperative Learning: Science is a group endeavor, as is it’s learning. Students learn best by communicating and learning from each other.

75-Vary the Way Students Work: Lab groups, learning centers, projects, and other alternatives to traditional lecture allow for individualized instruction.-Practice Effective Questioning Techniques: Questions are the tool to move towards a student-centered classroom, and different types of questions help guide instruction and learning.-Vary the Structure of Lessons, Use Research Based Strategies: Lesson structure depends on the concepts and skills being learned and assessed. Brain based research in learning points to specific effective varying structures.-Identify Similarities and Differences/Graphic Organizers: Science concepts are often organized into structures by humans attempting to understand nature. Help students understand the classification and organization of knowledge by continually comparing, classifying, as well as describing analogies and relationships.

76-Scaffolded Writing Practice: Students can move from oral explanation to written explanation through careful guidance/practice, including both expository and persuasive writing in science.-Strengthen Comprehension for Content Area Reading Text: provide guided focus question, organizers, response and discussion questions, summarize, evaluative prompts based on reading.-Non-Linguistic Representations: Models, drawings, and pictures all can help understand science.-Allow Opportunities for Peer Review: Students are frequently asked to evaluate others’ work on standardized testing and must be given regular opportunities as part of their science experience.-Create and Embed Science, Technology and Society (STS), issues, and other items relevant to students’ lives. These interdisciplinary learning activities are designed to engage students in the applications of science using their critical thinking skills and content knowledge. They afford students the opportunity to examine ideas and data related to historical, technological, and/or social aspects of science concepts and content.

78Learning Cycle See: 5E Model: http://www.newhavenscience.org/5e.docEngagement: stimulate students’ interest, curiosity and preconceptions;Exploration: first-hand experiences with concepts without direct instruction;Explanation: students’ explanations followed by introduction of formal terms and clarifications;Elaboration: applying knowledge to solve a problem. Students frequently develop and complete their own well-designed investigations;Evaluation: students and teachers reflect on change in conceptual understanding and identify ideas still “under development”.See: 5E Model:

79Observation ExpectationsClass focused on skills, sound instruction (see strategies list, learning cycle)Discussion--> writing, HOTs (high ?)Not textbook, but concept/skills drivenGoals/objectivesEVIDENCE OF PLAN, adherence to standards and ideasHands on.. As often as possible!Real life connections for these kidsTeacher/student rapport to make a difference

80Other important ideas Technology: United Streaming, EMAIL!Science Fair: May 11, 12, 1390 day periodMaterials: School based budget.. Some Title I supplies from CO.OSHA/Safety regs esp 7th, 9-11th grade